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Essays considering policy formation for a radical change in FE and HE.Google Scholar

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Report exploring how the current History National Curriculum systematically omits the contribution of Black British history. Google Scholar

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Final report of a two-year research project which combined two elements: first, a quantitative analysis of statistical data to provide the first-ever authoritative picture of the changing landscape of educational achievement and experience in relation to ethnic diversity over a 20-year span since the murder of Stephen Lawrence; second, the authors used ethnographic interviews to explore the processes by which policy was formed, contested, and remodelled during that period. Google Scholar

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This guide is designed to support staff to reflect on how to embed the principles of inclusivity in all aspects of the academic cycle. Google Scholar

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Collection of essays on challenging questions, including why black academics leave the system; why the curriculum is still white; how elite universities reproduce race privilege; and how Black, Muslim and Gypsy traveller students are disadvantaged and excluded. Google Scholar

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Offering resources for students and academics to challenge and resist coloniality inside and outside the classroom, this book provides the tools for radical pedagogical, disciplinary and institutional change. Google Scholar

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This book is a resource to create culturally inclusive courses and learning environments. Within it, teachers from a wide range of academic disciplines – health sciences, humanities, sciences, and social sciences – describe how they actively incorporate diversity into their teaching. Google Scholar

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Textbook examining welfare policy and racism in a broad framework that marries theory, evidence, history and contemporary debate. Google Scholar

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This book chapter considers how ethnicity is marginalised in mainstream teaching and the need for a transformative approach in curriculum design. Google Scholar

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Essays representing foundational writings and more recent scholarship on the cultural and racial politics of schooling. Google Scholar

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Thoughts on countering the need to decolonise the curriculum. Google Scholar

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Access to latest quantitative higher education student data, which can be broken down by subject and ethnicity amongst other variables. Google Scholar

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Access to latest quantitative applicant data and previous years’ end of cycle data, which can be broken down by subject and ethnicity amongst other variables. Google Scholar

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Black Studies transforms the curriculum by changing key conceptual frameworks. This article examines how the nation-state and migration are redefined through a Black Studies lens. Google Scholar

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This article explores the impact of a dominant Eurocentric curriculum and the Decolonising the Curriculum agenda within higher education and its influence upon navigating factors such as BAME attainment, engagement and belonging within the Academy. Google Scholar

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This article explores the representation of women in the academia in Great Britain. It highlights the observation that white male authors and theorists are over-represented in social sciences and few female and theorists of colour are included. Google Scholar

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This article seeks to give a very brief history and context for why it is fundamental for academic institutions and what role libraries and the scholarly communication sector can play in decolonising the curriculum. Google Scholar

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This article considers what is involved in decolonising the discipline of sociology. Google Scholar

Doharty, N., Madriaga, M. and Joseph-Salisbury, R. (2020) ‘The University went to “decolonise” and all they brought back was lousy diversity double-speak! Critical race counter-stories from faculty of colour in “decolonial” times’, Educational Philosophy and Theory, 53, 3, 233–44. https://www.tandfonline.com/doi/abs/10.1080/00131857.2020.1769601?journalCode=rept20 Google Scholar

This article illustrates some of the key themes that shape the experiences of faculty of colour in UK Higher Education: institutional racism, racial microaggressions, racial battle fatigue, and steadfast fugitive resistance. Google Scholar

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An evidence based critique of what the term ‘race’ means in science, social policy and political discourse. Google Scholar

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This study, designed, developed, implemented and evaluated a contextually sensitive assessment protocol. Google Scholar

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This article explores how the curriculum can be utilised to challenge inequality of outcome in higher education. It concludes with recommendations for what such a reframing of the curriculum might entail. Google Scholar

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This journal offers staff and students the opportunity to reflect on practice and experience and to showcase initiatives that are making a concerted contribution to Decolonising the Curriculum. The journal is also an educational tool that can be used as an exemplar and a reference in curriculum development as well as in the classroom for students and academics to reflect upon and discuss. Google Scholar

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This article responds to the contemporary debates in UK higher education about the need to ‘decolonise the curriculum’, with particular attention to the implications for the discipline of history. The author positions these important debates as one outcome of a transnational movement led by students of colour whose grievances reach into and beyond the classroom. Google Scholar

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This research reviews the historical evolution of English ethnic education policy-making. The social provision of education when examining the implications on ethnic majorities and minorities raises many important issues and poses the following questions: Does the education system exclude sections of the population i.e. ethnic minorities? Can cultural diversity be taught and promoted? The research explores the implications these questions raise for Afro-Caribbean, Asian and Muslim communities. Google Scholar

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This article pins down what decolonisation is and is not, highlighting the barriers and tentative opportunities to effective decolonisation work. This is discussed in the context of the structural constraints that critical scholars of race – particularly those at the intersection of marginalised racial and gender identities – work against in the academy. Google Scholar

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This article proposes a need for a more open acknowledgement and discussion of reading lists, and develops insights into strategies and approaches for enhancing and reconfiguring their use. Google Scholar

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Special issue of the journal exploring how best to deal with institutional racism in higher education. Google Scholar

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Many academics are hesitant, resistant, or ill-prepared to engage with curriculum internationalisation. This article explores how this can be addressed by reconfiguring the way academic developers engage with academics within their teaching/program teams at the discipline level. Google Scholar